Systemic Factors Related to Transitioning Students with Emotional and Behavioral Disorders to Less Restrictive Educational Settings
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Authors
Ferrari, Chiara
Issue Date
2025
Type
Dissertation
Language
en_US
Keywords
behavioral systems analysis , emotional and behavioral disorders , inclusive education , least restrictive environment , self-contained settings , transition planning
Alternative Title
Abstract
Students with Emotional and Behavioral Disorders (EBD) face significant educational challenges, including academic failure, social isolation, exclusionary discipline, and limited access to inclusive environments. Although restrictive settings are intended to provide intensive support, they can also limit opportunities for reintegration and contribute to stigmatization. Despite mandates requiring education in the least restrictive environment (LRE), transitions to less restrictive settings remain infrequent and the processes that facilitate this remain unsystematic and poorly understood.This dissertation examined systemic factors influencing the transition of students with EBD from a self-contained school to less restrictive settings using a three-phase mixed-methods design grounded in Behavioral Systems Analysis (BSA) and guided by Brethower’s Total Performance System (TPS) framework. The TPS was used to identify and map system components related to transition effectiveness. In Phase 1, it informed the development of surveys and interviews; in Phase 2, it guided the analysis of district data; and in Phase 3, it was used to identify areas for targeted training.
Phase 1 involved surveys and interviews with staff from self-contained and comprehensive campuses, district administrators, students, and parents, representing the first known study to include students with EBD in evaluating transition practices. Findings revealed barriers such as limited student and family participation, inconsistent knowledge of IEP and LRE, fragmented collaboration, and misaligned expectations across settings.
Phase 2 examined five years of district data on enrollment patterns, placement trajectories, and outcomes for students placed in the self-contained school. Results indicated that students were generally referred early and tended to remain in the setting for extended periods. Attendance concerns were common, and transitions to less restrictive settings occurred infrequently. Variability in exit coding suggested opportunities to improve data consistency for monitoring transition-related outcomes.
Phase 3 tested a small-sample, collaboration-based intervention to clarify transition-related values among students, families, and staff, improve procedural knowledge, and strengthen cross-setting collaboration. Although effects on student transitions were not measured, pre- and post-assessments indicated improvements in all areas assessed.
Collectively, the three phases provide a comprehensive systems analysis of how system variables shape placement trajectories for students with EBD and identify strategies that can promote equitable, system-aligned transitions.